Effects of Automatic Speech Recognition Technology on EFL Learners' Willingness to Communicate and Interactional Features

Autor/inn/en	Jiang, Michael Yi-Chao; Jong, Morris Siu-Yung; Lau, Wilfred Wing-Fat; Chai, Ching-Sing; Wu, Na
Titel	Effects of Automatic Speech Recognition Technology on EFL Learners' Willingness to Communicate and Interactional Features
Quelle	In: Educational Technology & Society, 26 (2023) 3, S.37-52 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-3647
Schlagwörter	Audio Equipment; English (Second Language); Second Language Instruction; Second Language Learning; Oral Language; Speech Communication; Undergraduate Students; Student Attitudes; Communication (Thought Transfer); Foreign Countries; Comparative Analysis; Technology Uses in Education; Teaching Methods; Independent Study; Interaction Process Analysis; China + Suchen Sie Ihr Suchwort? Audio-CD; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Oral interpretation; Mündlicher Sprachgebrauch; Schülerverhalten; Communication; thought; Kommunikation; Gedanke; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Prozessanalyse
Abstract	This study examined the effects of using automatic speech recognition (ASR) technology on Chinese students' willingness to communicate (WTC) in oral English and the development trajectories of their interactional features in a flipped EFL context. One hundred sixty undergraduates from a Chinese university participated in the 14-week quasi-experiment. Both groups were taught in a flipped fashion. The treatment group was required to use the ASR technology for oral practice in their pre-class self-learning, while the control group conducted their self-learning without the ASR technology. The results found that the ASR-based oral practice led to a significant between-group difference in students' WTC with teacher and class and WTC with non-Chinese, showing that the ASR technology may contribute to improving the Chinese students' WTC in oral English. Conversely, except for the between-group effect on negotiation for meaning, there was no significant difference between the two groups on the other measures of interactional features. Moreover, none of the interactional features of the students in the treatment group changed significantly over time, indicating a limited role of the ASR technology on Chinese students' interactional features. Discussions were conducted regarding the contradictory effects of the ASR technology on WTC and peer interaction. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01